Date of Graduation

Spring 5-16-2025

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

College/School

School of Education

Department

Educational Leadership

Program

Organization & Leadership EdD

First Advisor

Dr. Genevieve Negrón-Gonzales

Second Advisor

Dr. Ursula S. Aldana

Third Advisor

Dr. Michael Duffy

Abstract

The growing influence of neoliberalism in education has shifted priorities toward a transactional, utilitarian model that emphasizes technical skills, standardized testing, and market-driven outcomes over holistic development. Education systems increasingly focus on preparing graduates for labor market demands, often sidelining moral, emotional, social, and spiritual formation. This shift creates tension for Jesuit schools, which emphasize a transformational approach to education rooted in ethical leadership, critical thinking, and social responsibility. In countries like Rwanda and Burundi, Jesuit schools face added pressure from state policies and parental expectations shaped by market ideologies. This study examined how Ignatian pedagogy is implemented in this context, the challenges encountered, and the opportunities available to reinforce its mission.

This qualitative study explored how Ignatian pedagogy fosters holistic student formation at Saint Ignatius High School and Lycée du Saint Esprit. Through focus group discussions with students, teachers, and parents, along with participant observation, the study analyzed how Jesuit principles are applied, how schools respond to neoliberal pressures, and what strategies could sustain and strengthen their mission. While primarily directed at Jesuit educators, the findings offer insights for policymakers and faith-based institutions seeking to maintain holistic education.

The study was grounded in two frameworks: Peter-Hans Kolvenbach’s Four Cs—competence, conscience, compassion, and commitment—and Critical Discourse Analysis (CDA). Kolvenbach’s model guided the evaluation of holistic formation, while CDA examined how neoliberal discourse shapes education policy and practice. Data collection included six focus groups and sustained observation of instruction, religious life, clubs, and community service. Thematic analysis revealed how stakeholders interpret and engage with Ignatian pedagogy in an evolving educational context.

Findings showed that both schools implemented Ignatian pedagogy through seven core elements: academic rigor, spiritual formation, service and social justice, leadership and character development, emotional and social well-being, physical development, and international exposure. However, eight key challenges hindered full implementation: competition from elite schools, declining emphasis on humanities, financial constraints, difficulty recruiting qualified teachers, faculty turnover, gaps in teacher formation, limited time for holistic programming, and insufficient parental involvement. Despite these, opportunities emerged: leveraging the global Jesuit network, expanding teacher development, securing financial sustainability, integrating technology, and revitalizing the humanities.

The study concludes that Jesuit schools in Africa must actively resist neoliberal pressures while strategically adapting to contemporary educational demands. It highlights the need for strong faculty formation, sustainable funding, and renewed commitment to Jesuit identity. Teachers and parents must collaborate in supporting students’ growth, while policymakers should expand definitions of educational success beyond employability. Faith-based schools can also draw from Jesuit principles to enrich their models. Through intentional strategies, Jesuit schools can continue forming students who are intellectually competent, ethically grounded, and committed to justice and service.

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